Developing concepts on congenital blind people / Desenvolvimento de conceitos em cegos congênitos : caminhos de aquisição do conhecimento

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The purpose of this research was to investigate the development of concepts by blind children. The subjects were 7 congenital blind children, from both genders, between 8 and 13 years, who was interviewed in order to enlighten the resources and ways the use to develop their concepts. The research was divided in two stages. In the Phase I stories were told to them in order to analyze the uses of attributes that define concepts (defining and characteristics) by subjects. In Phase II, they were asked to define 15 concepts (concrete and abstract). The results showed that blind children use more frequently defining attributes to answer the questions asked in Phase I. The responses of Phase II were grouped in 13 categories. The categories which were frequently answered were: Physical Sound Attributes, Physical Touchable Attributes, Comparison with other Concepts, Function, Synonymous and Living Experiences. The other four categories - Placing, Instruments, Formal and Informal Learning - refer exclusively to not touchable concrete concepts. Each kind of concept showed different ways to be defined and different uses of perceptive resources. This research identified some conceptual ways used by the congenital blind, showing the multiplicity of possibilities to acquire concepts and their expressions. It was discussed some implications about this work in the teaching and learning process of the blind.

ASSUNTO(S)

aprendizagem ensino deficiente visual teaching cego blind visually disabled formação de conceito desenvolvimento cognitivo cognitive development learning concept formation

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